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A Study has shown that, English learners have the highest drop out rates and frequently in lower academic track and in lower capability than other languages in the majority of students (Echevarria, et al, 2004). Teaching the Second language to various ages and language groups, requires an individual teaching to have effective methods of passing the knowledge. Students in secondary schools may learn the language proficiently but this is not the case to elderly group. Statistics have shown that, 30% of secondary students learn the language expertly; however for students belonging to different language groups the situation may be worse. 86% of African American students along with 89% of Hispanic students, read below grade level (Smiley et al, 2007). Smiley argues that, only 10% of young adults that speak English at home do not succeed to complete high school. In his research he points up that, a number of reports in United States have focused attention on the increase of the number of English learners students from high school not receiving a diploma due to failed high stakes grades. There is a need to make students from different races as well all age groups in acquisition of English as the second language and achievement to make the learning successful. There are various methods and techniques used in teaching the second language to different groups as well as races. In order to come up with the best approaches, there is a need of understanding learners’ backgrounds. Therefore, different methods in teaching are significant for second language learners in school because, individuals are not alike and have diversity in their ages, personal experiences, and educational background among others.
Communicative technique is one of meaningful approach used for English learners’ language (ESL) teaching preparation. The method is most successful in teaching students in high schools and colleges. The students are given a chance to discuss their materials on high interest and topicality that later motivate them to learn and participate fully in the classroom. Students are encouraged to test the language and presume greater accountability for their learning process. It engendered the content based of ESL approach through viewing grade level curricular relevant and meaningful to the students. In content, the language is taught by language educators whose main objective is to make English skill improvement and prepare students in English medium classroom (Goldenberg et al, 2010). The material addresses the major topics in grade level subjects but do differ according to the language proficiency of the students in the classroom.
The use of multiple subject areas is often used in interdisciplinary units or thematic. For instance, in a primary classroom, a theme of life on a farm can be used to make the learning helpful. While students in primary school learn such language related terms as names of animals, names, the present continuous tense and adjectives will also have an addition knowledge on reading poems, singing songs about the farm and animals, discussing the food chain, thus exploring on language arts, numbering in mathematics, music along with science. For high schools students, a theme such as urbanization can be selected and lessons could consist of objectives that are drawn from the environmental science, world history, geography, economics and algebra.
As a result of learning these concepts, the students with less proficiency in the process take field trips around a local city and create maps, brochures and transportation routes. On the other hand, advanced students learn to make use of reference materials with computers to do researches on the growth of cities in addition to their respective population growth. This concept makes the learning interesting together with students studying a persuasive language to debate on the disadvantages and advantages of urbanization. In general, it seeks to develop students through incorporating information from the subjects’ areas that the students are familiar with in consequence making the learning enjoyable (Smiley et al, 2007).
Teachers can modulate the level of English used by students comprehensible through the use of visual aids, demonstration, vocabulary previews, modeling, peer tutoring and support of native language. They can make specific connections between what is being taught and the student’s knowledge and experiences. This focuses on expanding vocabulary based on students with various experiences in study skills and learning strategies. To its effective, a high level of interaction between students and teachers is recommended. Second language acquisition can be promoted through social interaction in addition to contextualized communication through the teachers guiding the students to construct sentences and understand the complex concepts from texts and in the classroom discourse (Fay et al, 2004). They are also taught how to give their opinion on the meaning, a time may be encouraged to argue, disagree and the teacher giving the best opinion among what they have discussed. Tutors can introduce the learners to demonstration skills through conversation and asking for clarification for the content of the knowledge.
In a different culture, tutors consider a cultural background learning styles in teaching the second language. They allow students to interact in order to build the students potentially in different ways of behaving, learning and using the language. Depending on the learner ability level, trainers offer multiple pathways to learners in understanding their content point of view. For example, tutors might prepare pictorial hands on, performance based for different individuals in group projects, written assignments, oral reports and various measures that include quizzes to help in checking the student comprehension together with language growth. This can enable teachers have an accurate picture of the progress of the learners through content knowledge along with skills by assessment measures of the tests. The support of academic books is supplementary important that may include encouraging students to read related books, graphs, computer based materials and English textbooks. The main purpose is to make sure that students understand the key topics and details that may be in the content being taught through lecture books.
An effective tutor studies the content of student response. The observant teacher should be in a position to see if the learner is experiencing language barriers. For instance, when an old aged individual is learning the second language, immediate feedback in a proper manner can build confidence thus promoting communication skills between the individual and the teacher. The type of feedback the learner give, vary on the developmental level of the learner. For example, younger students are more likely to be successful with word selection and vocabulary compared to the old aged. Therefore, the old aged group requires a greater exposure in the level of acquiring a second language. The most successful tutor promotes learning with interactions by use of collaborative groups. Grouping the elderly English learners together with non English learners, develop skills for this age group learns the second language. Access of the information and finding out what they have experienced about the language, provides the knowledge directly to the lesson understanding and its objective (Echevarria et al, 2004). Teachers should use visual and other types of concrete materials that will make the beginners of the language understand for some learners are more visual than others. Therefore, this concept is universal in education to all learners that belong to different age groups and different cultures. For teenagers, instructors should use limited input that should be straight forward. This is due to the fact; they cannot concentrate for a long time. An audio tape is also effective in giving learners opportunities to hear the passage. The passage may be read slowly in clear enunciation for beginning learners who may experience difficulties in difficult words.
Finally, lesson preparation is a critical foundation for delivering a high quality lesson. Good planning leads to effective teaching. In the learning process, there is a requirement for sensitive tutors that should realize that curriculum ought to be a grade level that is based on learning outcomes. Lessons that are outlined by the trainers should help students in reading, writing as well as discussing important concepts and ideas (Terrell et al, 2006).
Conclusion
As discussed in this paper, the main goal is to find the best technique so as to reach the increasing population for second language learners. It is borne in mind that, effective teaching enables students to have a higher understanding in learning. The vital goal is to provide an opportunity that will enable all age group together with different language groups acquire the language without difficulties. It is vital in looking at what is best applicable in different age groups for they tend to differ. To the extent, meaningful activities should be used in promoting language practice opportunities. Students are more successful in making a connection between what they already know and relate it to the classroom experiences.
References
Echevarria J, Vogot E, Deborah J, (2004). Making Content Comprehensible for English Learner. New York. California State University Publisher.
Fay K, Whaley S, (2004). Becoming one community: reading & writing with English language learners. California. Stenhouse Publisher.
Goldenberg C, Coleman R, (2010). Promoting Academic Achievement Among English Learners: A Guide to Research. Washington. Corwin Press
Smiley P, Salsberry, (2007). Effective schooling for English language learners: what elementary principals should know and do. New York. Eye on Education Publisher.
Terrell A, Nancy L, (2006). Supporting the literacy development of English learners: increasing success in all classrooms. New York. International reading Publisher.
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